基于多模态教学的汉语数量范畴学习路径研究——以中级来华留学生为例

A Study on the Learning Path of Chinese Quantitative Categories Based on Multimodal Teaching—A Case of Intermediate International Students in China

摘要: 汉语“数量范畴”的研究向来是对外汉语教学中的重难点，本文基于认知心理学与建构主义等理论，探讨多模态教学下数量范畴分阶段学习路径。相关研究表明，多模态教学可以通过多感官渠道，增强来华留学生的认知应用与语言理解。本文结合留学生在数量范畴习得中常见的难点，基于循序渐进、多感官刺激、互动参与三大原则，为中级留学生搭建分阶段学习路径与学习方法，通过多模态的分阶段路径能够激发学生的感官与思维，促进其语言习得，进而提升留学生的汉语交际能力。

Abstract: The study of the “quantity category” in Chinese has always been a key and difficult point in teaching Chinese as a foreign language. Based on theories such as cognitive psychology and constructivism, this paper explores the phased learning path of the quantity category under multimodal teaching. Relevant research indicates that multimodal teaching can enhance the cognitive application and language understanding of international students in China through multiple sensory channels. This paper, in combination with the common difficulties that international students encounter in the acquisition of the quantity category, builds a phased learning path and learning methods for intermediate-level international students based on the three principles of progressive learning, multi-sensory stimulation, and interactive participation. Through the phased multimodal path, it can stimulate students’ senses and thinking, promote their language acquisition, and thereby enhance their Chinese communicative competence.